view . spring2017
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ForUWindsoralumnaAndreaLandryMA ’13, theveryact
of attendingauniversitypresentedan issue forher: how to
reconcileearningherdegreeat a“colonial institution”while
feeling shehad letherown Indigenousheritage lapse.
“Tofind reconciliationwithmyself in regards tochasingmy
colonial education, rather thanmaking the time to learnmymother-
tongue, I had to redefinemyownversionof success,” she says. “Iwas
successful in the realmof academiaat the time, however, howcould
Imakemyself successfulwithmyself, asan Indigenousperson?”
Landry isAnishinaabe, originally fromPaysPlatFirstNation in
Ontario. Shehasbuilt a lifeonTreaty6 territory inPoundmakerCree
Nation, inSaskatchewan.
Sheearnedhermaster’sdegree incommunicationsand social
justiceatUWindsor. Forhermajor researchproject, sheanalyzed
CBC’scoverageof keyevents that portray indigenous struggle: the
1969WhitePaper, theOkaCrisisand IdleNoMore.
In theend,Landrymade thedecision to return toher rootsafter she
earnedherdegree. “All it camedown towasgoinghome.Myhomelands
aremysuccess, as theyhave laidmy foundation formesincebefore Iwas
born, andhave laidmydaughter’s foundationdown forher.
“(Success) iswhenoneknows that all that theyneed is their
connection to the land. Becausewithout the land,wearenothing.”
Today, Landry teachesnative studiesandpolitical scienceat the
Universityof Saskatchewan in thecourse, “Introduction toCanadian
IndigenousStudies”.
“The thing that I enjoymost about teaching IndigenousStudies
andPolitical Science,” she says, “is that I canprovide the space for
exploratorydiscussions in theareasof colonialism, oppression, and
whiteprivilege for students.”
She says it is through thesediscussionsandconversations that the
deconstructionof “suchchallengingvices”can thenbegin tohappen,
“therefore inviting in the real conversationsof Indigenous resurgence,
sovereigntyandnationhood.”
Landry saysher academic rolecomeswithchallenges: “It isdifficult
tohavehealthy,meaningful dialogueabout Indigenous resurgenceand
nationhoodwhen the systemone isworkingunder focuses solelyon
the successes that comewithoppressionandcolonialism.
“There isalways thatpoint in timewhere thedecisionhas tobemade
whetheronewillcater to thesystemand teachstudents todo thesame,or
togoagainst thesystemand teachotherswhat freedom looks like.”
In thepast year, announcementshavebeenmadeabout instituting
Indigenous studiesasmandatoryat someCanadianuniversities.
Landry, however, says that, “Amandatoryclasswill not end racism,
colonialism, oppression, or societal divisions,” she says. “Thatworkhas
tocome fromwithinan individual.”
Landry isa former youthexecutive for theNationalAssociationof
FriendshipCentresandNorthAmericanRepresentative for theUnited
NationsGlobal IndigenousYouthCaucus.Through thework, shehas
spokenup toworld leadersandgovernmentsabout the injustices in
which Indigenouspeoples face inCanada, aswell asglobally.
At the2013WorldConferenceof IndigenousWomen inLima,
Peru, Landry spokeon issuesof colonial vs. Indigenous ideologies
regarding sovereigntyandnationhood. “Wearedefiningourselves
basedon the federal government andcolonial thought.We’ve reached
abridge, and its time togoback toouroldways ina sense, but also
buildup thoseoldwaysandmake sure theywork today.”
She isalsoa former therapist forThunderchildFirstNationand
nowdoes the samework inother communities. “Thiswork ismore
soupliftingasyoubecome theonewho facilitates life-changing
evolution inyoungpeopleand individualsalike. It is through this
work that communitiescandissolve their issuesof drugandalcohol
abuse, violence, andeverythingelse that camewith theconquest of
colonialism.”
Landry’snumberone issue isviolenceagainst nativewomen.
“I becameheavilypolitically involved in the issueof violenceagainst
IndigenousWomendue tomyownpersonal circumstancesof being
involved inanabusive relationshipwhichended in rapewhen Iwas
20yearsold,” she says.
“Itwas from therewhere I began to speakupaboutmy story
through thedifferent avenues that Iwas involved inat the time.
I eventuallybegan to sharemy storyat the international level in the
UN. Itwas therewhere I recognized the severityof the issueat hand
onaglobal scale, as Indigenouswomenaround theworld sharedvery
similar stories.”
Landry says thatwhat drivesher is “buildingabetter future for
mydaughter, andmy futurechildren.What drivesme is tocontinue
the legacyof my latemother.What drivesme is love. I havebeen
passionate forwhat I believe in since Iwasyoungand it stems from
watchingmymother’spassion in the faceof injustice. Itwas through
thatwhere I recognizedmyownpassion.”
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ALUMNI PROFILE
BYJENNIFERAMMOSCATO
ONEALUMNA’SUNIQUEDEFINITIONOFSUCCESS
AndreaLandryMA ’13
Opposite: AndreaLandryMA ’13.
